Joint UNICEF/UNESCO/SEAMES Workshop on …unesdoc.unesco.org/images/0010/001038/103819E.pdfMANAGING...

MANAGING SCHOOLSFOR BETTER QUALITY :MULTIGRADE TEACHINGAND SCHOOL CLUSTERS

Report of a JointUNICEF/UNESCO/SEAMES Workshop

Bangkok, Thailand28 November -2 December 1994

Asia-Pacific Centre of Educational Innovationfor Development

UNESCO PRINCIPAL REGIONAL OFFICEFOR ASIA AND THE PACIFICBangkok, 1995

Optical Character Recognition (OCR) document. WARNING! Spelling errors might subsist. In order to accessto the original document in image form, click on "Original" button on 1st page.

© UNESCO 1995

Published by theUNESCO Principal Regional Office for Asia and the Pacific

P.O. Box 967, Prakanong Post OfficeBangkok 10110, Thailand

Printed in Thailand

The designations employed and the presentation of material throughout thepublication do not imply the expression of any opinion whatsoever on the part ofUNESCO concerning the legal status of any country, territory, city or area or of itsauthorities, or concerning its frontiers or boundaries.

BKA/95/M/156-500


C O N T E N T S

INTRODUCTION : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Part I : Synthesis of Information on School Clusters:Bangladesh, Cambodia, China, Laos,Meaner, Papua New Guinea, the Philippinesand Viet Nam . . . . . . . . . . . . . . . . ....... . . . . . . . . . . . . . . . . . . . . . . . . 1

Action Plan for the Development of School Clusters

China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Myanmar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

The Philippines . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Part II : Multigrade Teaching:Bangladesh, Cambodia, China, Laos,Myanmar, Papua New Guinea, the Philippinesand Viet Nam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

A Model Policy Paper for the Implementationand Strengthening of Multigrade Teaching . . . . . . . . . . . . . . . . . . . . . 44

A Model Training Workshop forMultigrade Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

ANNEXES

Annex I

Annex II

: List of Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

: Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62


INTRODUCTION

Both UNICEF and UNESCO's Asia-Pacific Centre of Educational Innovation forDevelopment (ACEID) are dedicated to assisting Member States in the Asia-Pacific region tostrengthen and upgrade their systems of education, with regard to both formal and non-formalmodes of delivery.

Whereas in the past, countries in the region have mainly stressed the quantitativeexpansion of their education systems, now with participation and retention rates in schoolingshowing a substantial increase over the past decade, greater attention is being paid to thequalitative improvement of education. The reason is that although it is important to increaseaccess, participation and equity rates in education, it is also important to ensure that educationof a sufficiently high standard is achieved.

There has been some concern that the expansion of education systems has been at theexpense of quality in education. However, it is now wide] y accepted that only by achieving asuitable balance between the qualitative and qualitative improvement of education will thehuman resource development needs of countries, and of the individuals being educated, be met.

The purpose of the regional workshop organized by UNICEF, UNESCO andSEAMEO was to examine ways and means of improving the quality of education through themore effective management and operation of schools, with particular reference to multigradeteaching and also to the use of school clusters.

In many of the less developed countries in our vast and dynamic Asia-Pacific region,with an expansion in the numbers attending school and a shortage of teachers, class sizes haveincreased, with up to 50 to 60 children being taught by one teacher in a classroom. The use ofeffective multigrade teaching techniques enable teachers to effectively teach a large number ofchildren, often of different ages and at different stages of educational development, without therebeing any loss in the quality of the schooling provided. It is also very useful in small schoolswith small classes where there are not enough teachers to teach each grade level separately. Itshould be pointed out that even in those countries where class sizes are within reasonable andmanageable limits, and where teacher shortage is not a problem, “multigrade” teaching is oftenthe preferred form of classroom management. The reason is that multigrade teaching, basedupon the motion of family groupings, is one of the most cost-effective ways of improving thequality and effectiveness of teaching and learning.

All of the countries participating in the regional workshop reported upon in thisdocument utilize, to a varying extent, multigrade teaching in their school systems. However,this form of classroom organization is not always being put to best use, and so teachers andschool level educational administrators need further assistance in utilizing multigrade teaching


techniques. This can be best achieved by including training in the effective use of multigradeteaching as a core element in teacher development programmes at both the pre- and in-servicelevels. Only will this ensure that the potential benefits of multigrade teaching will be required inregard to increasing school enrolments, reducing wastage and drop-outs, raising the achievementlevels of pupils, and increasing the efficient use of facilities and materials.

Evidence indicates that a second major way of “Managing Schools for Better Quality" isthrough the organization of schools into “clusters”. The development of school clusters isanother potentially cost effective way of improving the quality and effectiveness of schooling byencouraging schools to co-operate closely together in order to help improve the education ofthose for whom they are responsible. However, the use of school clusters, although widelyaccepted as one key way of improving the quality of education, is not as yet as widespread as ismultigrade teaching.

This report records the deliberations and major outcomes of the UNICEF/UNESCO/SEAMEO workshop "Managing Schools for Better Quality", which was organized inBangkok, 28 November – 2 December 1994. Those participating at the meeting were from ninecountries, these being: Bangladesh, Cambodia, China, Lao PDR, Mongolia, Myanmar, PapuaNew Guinea, Philippines, and Vietnam. Representatives of UNICEF, UNESCO andSEAMEO also took part as resource persons. A total of 37 persons participated in the meeting,full details being provided in Annex I.


Part I

SYNTHESIS OF INFORMATIONON SCHOOL CLUSTERS:

BANGLADESH, CAMBODIA, CHINA, LAOSMYANMAR, PAPUA NEW GUINEATHE PHILIPPINES AND VIET NAM

Sheldon Shaeffer – Regional Education AdviserEast Asia and Pacific Regional Office – UNICEF

Efrain Abracia – ConsultantINNOTECH SEAMEO

A synthesis of information gathered from eight countries in Asia as part of aUNICEF/UNESCO/SEAMEO workshop on “Managing Schools for Better Quality” reveals avariety of models of school clusters in terms of function, structure, financing, activities, andachievements. Below is a summary of this information.

Reasons for the Use of Clusters

The reasons given for introducing school clusters in education systems have much incommon across the countries studied. These reasons include:

+ to increase the efficiency of educational management

+ to permit the sharing of resources in resource-poor environments

+ to promote collaboration across schools in both curricular and co-curricularactivities

+ to provide support to (often underqualified) teachers

+ to improve monitoring and supervision of school quality

+ to overcome educational disparities by providing extra services to distant, thinlypopulated and/or under-served areas - and, in the case of the Philippines, tochildren and families displaced by natural disasters; this potential impact ondisparities is particularly important where so-called “incomplete” primary feederschools are attached to complete core schools


Managing schools for better quality

+ to increase the effectiveness of information flow, either down the system (becausecluster core schools become a useful intermediary between district-level offices andschools) or up (because clusters can help gather and aggregate opinions and needsof member schools).

(One issue in this regard is whether clusters serve as a channel for orders from the topof the bureaucracy down to the school level, and this serves to enhance the efficiency of thecentral adminnistration or whether they help to aggregate and transmit information up the systemand so to strengthen the voice and the autonomy of individual clusters and schools).

In general, clusters provide strength in numbers. Tasks such as teacher training andprofessional support, community mobilization and development, the improvement of physicalfacilities, the generation of resources, planning for innovation and quality improvement, andspecial programmes in relation to enrolment and retention may be better done if shared across alarger pool of people, talent, and ideas. The larger this pool, therefore - including earlychildhood development programmes, secondary schools, adult education programmes, localtraining institutions – the potentially stronger the cluster.

The specific objectives of clusters as presented by the eight reports are more preciseand can be categorized as follows:

maximize the use of central government funds, improve cost effectiveness andefficiency

share resources such as facilities, equipment, teaching materials, and specializedteachers

encourage self-reliance and self-sufficiency of schools by helping them to developproductive activities leading to the provision of teaching materials and teacherincentives and the improvement of teachers’ living conditions

order materials and supplies in bulk

foster community financial support and mobilize other locally available resources

help in building new buildings and renovating old ones

handle emergencies

improve absorptive capacity of the central government by placing moreresponsibility at lower levels of the system

2


Synthesis of information on school clusters

Pedagogic

improve the quality of teachers through professional discussions, experience-sharing, and more specific training in teaching skills (e.g., activity-based, pupil-centred, participatory methods); this is assumed to raise the quality of studentlearning and increase the number of pupils who finish primary school

provide support, supervision, monitoring, and evaluation of (often underqualified,isolated) teachers

permit integration of different levels (e.g., secondary, early childhood education)and different kinds (formal and non-formal) of education

evaluate school performance

enlarge the pool of trained staff available to schools

develop and adapt local curricula, materials, and lesson plans

encourage pupil competition across schools (examinations, sports, etc.)

develop and co-operate in the use of common tests of student achievement(Iodized achievement indicators)

provide supplemental classes/tutoring/remedial instruction

provide a supportive environment for innovations

serve as a site for piloting and validating new draft curricula, texts, administrativeformats, and teaching materials

develop guidelines used in cluster training

develop and demonstrate good models of teaching-learning practice

help transfer modem methods of teaching from the top down

help determine criteria and incentives for good practice (e.g., double promotion)and select those receiving such incentives

Administrative

+ facilitate more informed decisions in regard to local needs and problems

+ serve as centre for collecting information from schools (e.g., throughmapping and micro-planning activities)

+ permit cross-institution monitoring and supervision, to ensure effectivemanagement and supervision

● develop cluster and school budgets, and amalgamate fund-raising activities

school

school

+ promote decentralized, action-oriented planning and decision-making and localaccountability

+ set the academic programme for each school and the cluster

3



+ encourage co-operation in school improvement projects and innovations

+ organize leadership training for headteachers

+ lessen bureaucratic controls because more decision-making is done at the locallevel

+ promote effective networking across schools and clusters

+ serve as the site of district-level networks of schools and training institutions

Community-focused Functions

raise consciousness of parents and the community about education and the need tokeep children in school

increase participation of parents and the community, through PTAs, villageeducation committees, etc.

improve communication and collaboration within schools and with the community

improve the general quality of life in the community, involving parents andteachers in community improvement

serve as a training Centre for community leaders and members, para-teachers, andschool management committees

serve as a site for area-based planning, Board of Management meetings, socialactivities, etc.

serve as a site for health care delivery (e.g., immunizations, health education formothers), agricultural extension work, etc.

encourage greater local government involvement in schools

serve as the centre for censuses of unenrolled children

develop explicit programmes to help increase enrolment and completion rates anddecrease dropout rates

promote more realistic national educational policies by ensuring more input fromthe “bottom”

In general, clusters are targeted at groups and areas under particular difficulty: rural,remote, minority, mountainous, and poor regions, sometimes with displaced populations,especially where incomplete (often multigrade) schools may need to be clustered with largerschools. Bangladesh, where all government primary schools are currently under a clustersystem, is developing sub-clusters for all primary schools in the country, and Cambodia isexperimenting with different cluster models in urban as well as rural, minority, and “frontier”areas.

4



Scope and Coverageis

Some countries in the region are barely beginning the development of clusters. Thus,Cambodia and Laos are experimenting in a small number of provinces: from only seven clustersand 45 schools in Laos to 13 clusters and some 100 schools (using various models) inCambodia. Papua New Guinea is also only beginning work in this area, province per province,with, for example, two districts and 23 schools in Central Province. Other larger countries arereported to cover many more schools: 80 per cent in Myanmar, all primary schools inBangladesh with over 2/3 of the schools (25,000) in sub-clusters, 60 per cent of schools in VietNam, and some 7,000 schools in China and 1,150 in the Philippines. In all countries, exceptChina, the intention is to increase the number of cluster schools and clusters - either nationally(as in Bangladesh and Cambodia) or to a greater coverage of schools in targeted areas (e.g., upto 75 per cent coverage in Viet Nam).

The Nature and Structure of School Clusters

Almost all countries surveyed limit cluster members to primary schools. ThePhilippines encourages clusters of primary and secondary schools (about nine of the former withone of the latter), and Papua New Guinea puts together 3-5 elementary/"tok pies” (mother-tongue) schools (pre-school plus grades 1 and 2) with a primary school with grades 3-8.Myanmar involves middle and high schools in some clusters. Clusters vary in size from 3-5schools (in the Philippines and Viet Nam) to up to 20 schools in Bangladesh (with sub-dustersof schools having a total of 25 teachers) and 40 in Myanmar.

Besides primary schools, other possible members of clusters can include:

+ kindergartens, pre-schools

+ early childhood education and care programmes

+ secondary Schools

+ non-formal education/literacy programmes/adult education

+ public and private schools

+ ethnic minority boarding schools

● demonstration/laboratory schools

All cluster programmes surveyed have some kind of core or principal school except inBangladesh where cluster activities are rotated among member schools. Core schools, wherepurposively chosen (for example, by cluster committees or district/provincial education offices),are generally the largest, most centrally located, and with the best facilities (such as a learningresource centre) in the cluster, and have strong leadership, effective management, and close linkswith parents and the community. Cluster schools are generally 5-10 kilometres from the coreSchool.

5



The Functions of Core Schools are many. They can:

provide a venue and resources for in-service teacher training and guidance

monitor and supervise cluster schools

serve as a source for disseminating or lending materials and supplies

undertake co-ordination of administration and joint programmes

function as a site for educational resource centres and/or for the modeling of newmethods, sometimes via specialized “master” teachers who can provide specialservices; e.g., upgrading, supervision, model lessons, etc.

serve as a “relay-station” for sending messages and instructions from township/district education offices to individual schools

be used for other educational activities outside of schooling, such as communitytraining (by the government or NGOs) in agriculture, health, and income-generating activities

serve as venues of meetings of local government, civic organizations, and NGOs oras the site of village projects such as sports and cultural programmes, scouting,food production, and co-operatives

serve as the site for the delivery of social services, such as dental and medicalservices, deworming treatments, micronutrients, and immunizations

promote social mobilization activities in regard to such issues as environmentalprotection, smoking and drug addiction, health and home hygiene, and populationcontrol

Where they exist, cluster heads, usually the heads of the core schools, are chosen fortheir seniority, academic qualifications, management and leadership ability, school-communityrelationships, and general experience. In Laos, selection is made by cluster teachers and stafffrom among headteachers of complete schools; in other countries, selection is generally made byhigher authorities. Cluster heads serve a variety of functions:

+ chair cluster planning meetings

+ decide teacher promotions and supervise teacher deployment

+ guarantee distribution and sharing of supplies, facilities, and budget

+ assist in guidance and supervision of school management and teaching

+ play a large role in cluster planning; for example, of teacher training for the clusterand of the implementation of various cluster activities, action plans, and targets

External supervisors, such as district level inspectors, can also provide assistance tocluster, often in areas such as school construction, the keeping of school records (e.g. enrolmentdata), and technical assistance to teachers. They can also serve as a conduit into the various

6



ministry directorates of the central and provincial levels of government; for example, of teachertraining and primary education.

China, Laos, and Cambodia have cluster school committees, of various membership;e.g., in Cambodia, such Committees include representatives of teachers, parents, localauthorities, and a local temple monk and are complemented by a systematic framework ofdistrict, provincial and national school cluster committees, in some cases assisted by NGOs.Such school committees can:

+ decide budgets, promotions, transfers, and staff development

+ encourage school/community interaction

+ monitor teacher and headteacher performance

+ help develop targets and programmes for the cluster

NGOs are generally less involved in school clusters although a strong NGO sector inthe Philippines and in Cambodia has led to considerable financial assistance to clusters. In thecase of Cambodia, NGOs provide expertise in clarifying concepts and functions of the clustersand in promoting community involvement. In Viet Nam they also help with various income-generating activities on behalf of the school and its teachers, and in Papua New Guinea theyconduct religious programmes and literacy courses.

School clusters in the region can seldom call upon adequate budgets for their work.Sources of their limited funding include local cluster committees or school management boards,agencies such as NGOs and UNICEF, government funds (federal, provincial, local), and theprofits of school income-generating activities. This money, a responsibility of clustercommittees, school boards, teachers, the cluster head, and/or district and township officials, canbe used for such things as the construction and maintenance of schools; the purchase of texts,materials, and sports equipment; and the provision of training, travel allowances, and incentivesfor teachers.

The Functions of School Clusters

In terms of facilities and materials, clusters can ensure that they are either distributedequally among schools or, for scarcer materials, shared across schools. The first categoryincludes texts, kits of books, instructional materials (such as maps, globes, charts), multigradematerials, and various official guidelines and directives. The scarcer materials and facilitiesinclude science equipment, library books, sports fields, and meeting rooms.

Clusters can improve the process and outcomes of curriculum and materialdevelopment in several ways. They can:

+ develop curricula, teaching aids, models, charts, and other materials, perhaps in thelocal language, according to the demands of specific lessons

+ collect additional materials from the local environment

7



+ adapt the curriculum to suit the local environment and conditions

+ develop quarterly, hi-annual, and annual plans for instruction in the cluster

+ encourage co-curricular activities in different subjects

+ carry out action research for the development and testing of new materials

Clusters supervise and support teachers in several ways. They can:

provide opportunities for peer observation of teaching

encourage experience exchange between teachers

hold regular refresher courses to help teachers learn new ideas and new curriculumcontent

create teachers’ forums for professional discussion and the exchange of materialsand experiences

develop a system for the timely deployment of teachers within/across the cluster

develop teachers’ guides, handbooks, and manuals for working effectively in thecluster

provide management and leadership training for headteachers

provide a system to guarantee the flow of resources, and then check whether/howresources and used in the cluster

help headteachers manage and supervise teachers (e.g., teacher attendance) on adaily basis

establish and promote centres of good practice--individual classrooms and schools,the cluster resource Centre--easily accessible to all cluster participants

Clusters can also help with the monitoring and assessment of various outcomes.They can:

1. Determine training needs and appraise teacher performance (for merit promotionand other incentives and awards) in areas such as:

. lesson planning and preparation

● teaching methodology

● use Of teaching aids● contact with parents and the community● remedial instruction

. learning how to observe pupil learning in order to teacher responsively to theirneeds

8



2. Assess pupil performance in areas such as:

l the achievement of minimum learning competencies, through pre-testing, post- testing, and continuous assessment

l attitudes and behaviorsl extra-curricular involvement

3. Assess the quality of school operations and pupil management in areas such asenrolment, repetitiin, retention, and completion (i.e., develop a monitoring systemfor these processes).

Clusters can also promote a variety of links to parents and the community. They

educate parents, both about the value of education and about parental involvementin cluster management and the teaching-learning process

co-ordinate funds and labour for building rehabilitation and for school furniture

provide information both to the school about community conditions and to thewider community about school activities

help carry out surveys on enrolment and other pupil issues

get parents involved in the discussion of various school problems, in theimplementation of directives of the school, and in both academic and extra-curricula affairs of the school (scouting, fairs, etc.)

use cluster committees to help the community (teachers, parents, communityleaders and members) understand how school attendance helps their children

help parents to encourage their children and monitor their progress by assuring thatparents receive monthly reports of this progress and are involved in schoolactivities (e.g., by sending lessons and report cards back to parents, sponsoringschool programmes to demonstrate what children can do, and inviting parents tovisit the school)

ask teachers to monitor pupil attendance; e.g., after pupils are absent three days,teachers contact parents

encourage dialogue between the school and the community about issues such asrelevance of the curriculum and the quality of teaching

use community members as resource people and teaching assistants in theclassroom

Support from the Education System

To some extent education systems in the region have been changed in order to helppromote and strengthen school clusters; but the changes have probably not gone far enough.

9


Managing schools fot better quality

The decentralization of authority and resources down the system and also out to other actors(such as community members and NGOs) is a key aspect of cluster development. Clustersmust have the autonomy to develop both self-reliance and their own plans and programmes forquality improvement and local capacity-building. Clusters must not only become the conduitfor messages from, and an intermediary and administrative tool, of the centre, they must alsohave the power to aggregate opinion and transfer information about local needs to the Centre.

In some cases, systems have decentralized in the course of cluster development withclusters in Viet Nan, for example, becoming the central point in the decentralization process.This process has also helped to empower clusters in Cambodia to make important decisionsabout various aspects of teaching and learning.

In other cases, there has been a devolution of power to, and flexibility at, local levels interms of the development of curricula, textbooks, and materials. In China, Laos, Viet Nam, andthe Philippines curricula and low-cost materials are locally designed to meet local needs.

There seems to have been little special training of teachers to prepare them for workingin school clusters, Only in the Philippines is information about school clusters (e.g., how todevelop minimum learning competencies for clusters, the management of clusters, thepreparation of prototype lesson plans, etc.) given in teacher training institutions or specializedseminars..

Cluster heads, headteachers, and district-level officers are sometimes better preparedfor working in clusters; e.g., with training in “micro-and macro-management” skills in VietNam and specialized training in Laos, the Philippines, and Bangladesh in areas such asmanagement, social mobilization, monitoring activity-based teaching budget utilization inclusters, and the training of trainers in participatory approaches.

Monitoring and Assessment

Good clusters are those in which disparities across the member schools have beenreduced and the general quality of all raised. In other words, if an evaluation of clustermembers shows wide disparities in quality, the cluster, and especially the core school, is notdoing its job well.

The extent and nature of routine monitoring and more formal assessment of clustersvary greatly across the region-as do the actual results of such assessments. Most countriesencourage routine monitoring of cluster activities; for example, through regular visits by districtand township officers, cluster heads, and headteachers at the classroom level and as in VietNan, at quarterly meetings on school and cluster planning. More regular and effectivemonitoring of clusters is constrained by low budgets, long distances and poor transportation,lack of qualified monitors, the heavy workload of school heads, and in some parts of the region,a lack of peace and order.

More formal assessment and evaluation of results of the clusters are not yet welldeveloped in the region. Only in a couple of cases have external experts evaluated the cluster, In

10



other cases, evaluation tools are only now being prepared; in yet others, assessment is W tooccasional workshops and the observations of cluster achievements. Viet Nam has carried outsome assessments within and between clusters, and the Philippines has recently givenachievement tests to cluster pupils.

The results of such evaluations, whatever their inherent weaknesses, have generallybeen positive. Teaching and learning processes appear to be livelier and more at&active. Abetter and more relevant flow of information and a more effective monitoring system betweenthe centre and the periphery have been established. In some case, the perfomance of studentsand teachers in clusters appears satisfactory, with the Philippines finding a 2 per cent meanachievement gain among pupils in clusters and Laos also reporting higher achievement.

Enrolment is also said to have increased – up to 95 per cent of eligible children nowenrolled in the Laotian cluster schools and 90 per cent in Vietnamese, with participationincreasing 2 per cent in the Philippines. The elementary reform in Papua New Guinea, whichlinks early elementary feeder schools with a primary core school, also is helping to increaseaccess to education. And clusters in Cambodia are being, given the special responsibility tocarry out surveys of unschooled children and then encourage them to attend school.

Retention rates also appear to have increased, with fewer drop-outs and less repetition.Such results are also anticipated in Cambodia because of the clusters’ attempts to supportteacher development, provide various kinds of supplies and equipment for student activities, andpromote parental support-in other words, improving the quality of the school to make it moreattractive to pupils and their families.

Teaching, in particular, is said to have improved considerably. Through cluster-basedtraining, teachers get help in their own schools, without having to leave school, thereby reducingtheir rate of absenteeism. They make more use of teaching materials and activity groups (Laos),role plays (Bangladesh), and worksheets and games (Viet Nam); improve the content andmethods of their teaching with the help of master teachers (Thailand) and NGOs (Cambodia);and discuss curricululm problems, disseminante new training techniques, and prepare lessonsacross schools within the cluster (Bangladesh). This has occurred partly because greaterteacher-parent interaction has led to greater community support and parental involvement inschools.

Constraints to the Improvement and Expansion of School Clusters

The further improvement and expansion of school clusters, however, will not be aneasy task. Constraints are many; the most often mentioned is the lack of trained teachers,monitors, evaluators, and managers. In the Philippines, for example, teaching in cluster schoolsimplies teaching in distant, isolated areas; there are few volunteers for such assignments. Otherconstraints include inadequate staff training, the difficulty of finding suitable core schools, thelack of resources for cluster activities, and the absence of peace and order.

11



Needs for Further Improvement and Dissemination of School Clusters

Much remains to be done to further improve, disseminate, and institutionalize clusterprogrammes. In the near future, changes are required in policies, management strategies,facilities and other resources, and staff training. The suggested changes areas follows:

Ministerial Policies and Regulations

develop new legislation, government policies, and/or ministerial regulationssupportive of clusters

assign clear responsibility to clusters for introducing innovations to improvecontent, methods, and materials

develop clearer ministry guidelines concerning issues such as the sharing ofmaterials across clusters

establish a closer linkage between personnel management and clusters (e.g.,including training new headteachers in the management of cluster schools andmaking assignment to a cluster school a criterion for promotion to a master teacherposition)

link teacher training institutions more closely to clusters

establish a cluster caordinating/advisory body (including NGOs) at all levels of thesystem

decentralism authority and resources down the system and also out to other actors(such as community members and NGOs)

relax financial rules at lower levels of the system

organize public information campaigns about cluster programmes

design appropriate sanctions and incentives in the system such as ways to rewardhigh-achieving cluster heads and clusters

The Management and Structure of School Clusters

define more clearly the management of cluster programmes, at all levels (local tonational), with representation from all ministerial departments involved in clusterpromotion

develop stronger cluster management boards empowered, for example, to developindividual cluster objectives, targets, and budgets

carry out more frequent supervision of, and assistance to, cluster school managersand teachers (for example, through in-service training co-ordinators)

develop guidelines and manuals about cluster implementation for district officers,cluster heads, etc.

empower school principals/cluster heads with more administrative and pedagogicfunctions

12



+ include the cluster head as a member of Selection and recruitment committees at thedivision level

Facilities, Resources, and Budgets

+ establish clearer criteria for the selection of core schools

+ provide a more regular budget, with contributions from a greater variety of sources(government NGOs, the community, local enterprises), especially for clusterfacilities and teacher training

+ provide additional financial resources, in order, for example, to increase teachers’living standards so that they can be more active in clusters

Training and Supervision

+

+

+

provide training in management, supervision, and operations for those directlyinvolved in cluster management, especially cluster heads. core school teachers, anddistrict/township education officers

sensitize policy-makers, planners, and administrators, at higher levels of thesystem, as well as practitioners at lower levels. about the potential importance ofclusters

develop training programmes for all levels of officials involved in clusters

To help make further changes in education systems in order to improve the quality ofschool clusters and further disseminate and institutionalize them, several things are seen asnecessary. Of particular importance are the following:

+ clarify how new clusters, in a growing cluster system, should relate to the regularschool system and to schools not yet “clustered”

+ create opportunities to exchange experience, nationally, regionally, andinternationally, on issues such as the organization, management, training,supervision, and evaluation of school clusters

+ define more clearly the process of local Curriculum development, especially interms of how to get the community more involved in this process with schools inthe cluster

+ promote new knowledge, attitudes, and skills at the local level about how tofacilitate greater collaboration within and across clusters schools and with thecommunities they serve.

13



ACTION PLAN FOR THE DEVELOPMENTOF SCHOOL CLUSTERS

I China I

I. Actions needed to clarify and extend cluster functions in your country.

How should the functions of the school clusters in your country be changed? Whatshould they be doing more of – or better? What functions should be clarified or new ones addedin order to make clusters stronger and more effective?

1.

2.

3.

4.

The role and functions of school cluster should be strengthened.

The school cluster should do more to promote community participation inschooling and school involvement in local community development, and should dobetter in organizing teacher training activities and some administrative activities.

Functions such as resource generation, management and distribution of resources,intermediary role for the flow of information up and down the system, andcurriculum adaptation should be added to school clusters.

There is a need to clarify and differentiate the role and functions between theschool cluster and the local township education administrative unit.

What actions need to be taken in order to make these changes in the roles of clusters?List each action and indicate who needs to carry it out.

1. A report on findings of this workshop will be provided to the Department of BasicEducation in the State Education Commission.

2. The Department of Basic Education is going to launch a research project on schoolclusters, by the end of which several models of school clusters will berecommended to local education administrative departments for adoption. Thereport of this workshop will contribute new ideas to the research project.

3. The local education administrative department is responsible for selecting themodel of school cluster for local adoption and introducing reform into the role andfunctions of school cluster system.

What problems would you anticipate in strengthening and expanding the role of schoolclusters in your country? What might be done to overcome each of these problems?

14



1. The relationship between township education unit and school cluster should bemade clear. As more functions are added to school clusters, in small townshipswhere there is only one cluster, there will be no need for setting up the townshipeducation unit, and in large townships where there are several clusters, there willbe the need for a focal point or there will be one central cluster consisting ofseveral sub-clusters with no township education unit.

2. The managerial staff of school clusters will need more training for taking up moreresponsibilities, such as resource generation and management.

3. The ownership of the community over the school should be strengthened bycommunity meetings or by setting up school management boards/committeesinvoking the community. The sense of participation in local area-baseddevelopment should also be promoted.

4. The managerial staff of school clusters should be helped to encourage balancededucational development of all schools within the cluster

II. Actions required to change the membership, management, staff, and financing of clusters inyour country.

How, if at all, should membership in your school clusters be changed; for example, toinclude other institutions/programmes, at different levels of the system?

1. In order to develop school clusters as the centre for all basis educationinstitutions/programmes, preschool institutions, adult learning centres and otherinstitutions offering programmes in basic education should join in the schoolcluster.

How should the structure and management of your system’s clusters be changed?What other models of clusters might be promoted?

1. Administrative functions should be added to school cluster management so that atthe cluster level, the professional and administrative functions are joined.

2. Teaching sites attached to other schools (complete or incomplete) should beencouaraged in the structure of system.

For each of the following potential actors in school clusters, explain whether theyshould be added to your cluster system or how their current role should be expanded andchanged?

1.

2.

Core schools Administrative fictions and functions in resource generationfrom the community should be added.

Cluster offices. No permanent offices are needed but a permanent secretary isneeded to handle all administrative matters.

15



3.

4.

5.

6.

7.

8.

Cluster committees. Cluster committees should include head teachers,community leaders, and selected teacher representatives. The committee shouldhave regular meetings to decide the main issues.

Cluster heads. Working as the co-ordinator and chair of the cluster committee,the cluster head can be also the head teacher of the core school.

Master teachers. A selected teacher could be the person to organize teachertraining programmes by using some master teachers as the resource persons. Thisteacher should be a highly respected teacher who has a very good performance inteaching.

Supervisors/inspectors. Supervisors/inspectors can be part-time, selectedfrom members of the cluster committee.

Community and parent associations. The co-operation between schoolclusters and community/parents association should be promoted by sendingrepresentatives to each other as members.

Non-government organizations. The co-operation between school clustersand NGOs should be promoted by joint efforts in carrying out some projects ineducation such as women’s and girls’ education.

What changes (if any) would you recommend in how “core schools” and cluster headsare selected in your country?

1. Core schools should be the best schools in terms of facilities, and teacher andstudent performance, and should be easy to reach The cluster heads should be thehead teacher of the core schools.

What changes would you recommend in terms of how school clusters and theiractivities are financed in your country? What other sources of income might be sought?

1. Government should provide a regular budget for cluster activities. School clustersshould also be granted the permission for fund raising from the community,businesses, NGOs, and other sources.

III. Actions required to improve clusters’ role in quality improvement

What role should your clusters play in the following activities:

1. Curriculum and materials development:

. the piloting of new Curriculum and materials and new innovations

. development of local supplementary materials

● curriculum adaptation

. development of teachers’ reference books and students’ reading books

16



2. Teacher training and ongoing professional support:

● training needs assessment

● sending teachers to training courses organized by other training institutions

. organization of short-course training activities in methodology, educationalpsychology, etc.

● establishment of an academic group for each subject with a master teacher asthe head to organize regular gatherings or discussions of difficulties met inteaching

. provision of needed professional reference books and teaching aids

3. Teacher management (absenteeism, promotion, deployment, etc.):

● sharing of resource/master teachers within the cluster

. sending or sharing of teachers when someone is absent for a period of time

● promoting rational deployment of teachers

● establishment of an award or incentive system

● regular checking of teachers’ work

4. Sharing of resources and facilities:

. establishment of a resource room/centre open to all teachers within the cluster

● establishment of a mobile resources box

5. Promoting parent and community involvement in education

● regular meetings with parents and the community

. parent education to help them understand the learning process

. establishment of supervision of teachers’ regular home reports and homecontact

What new things should your clusters be doing in order to help increase the number ofchildren enrolling in school and staying there?

1. Meeting with the community and parents when children are not attending theschool

2. Establishment of a school database about potential enrollers for every year

3. Encouragement of the school’s efforts in improving its attractiveness to parents andstudents in terms of the teaching and learning process, school environment,relevance of learning, etc.

4. Establishment of school and community scholarships to help poor families to sendtheir children to school

17



IV. Actions required for implementing and institutionalizing better school clusters

What kinds of new legislation or ministerial regulations (if any) arc needed in yourcountry to support the expansion and strengthening of school cluster programmes in yourcountry?

None. The existing laws have already made clear the guarantee of

educational access to all people. The adoption of school cluster

programmes is only concerned with how to implement the laws.

What kinds of new policies need to be made by yourstructure, management, financing, and responsibilities?

1. Policies regarding the expansion and strengtheningdecentralization of administrative fictions, financialother responsibilities to school clusters

Ministry regarding cluster

of school clusters by themanagement functions and

2. Policies on the adoption of school clusters in all rural areas with recommendedmodels of structure

3. Policies regarding clarification of responsibilities for different actors of the clustersystem

Who needs to be trained in order to improve cluster activities in your country, in whatskills and attitudes?

1. Local education administrative officers to develop supportive attitudes to schoolclusters, management skills through school clusters

2. Heads of clusters in cluster management

3. Head teachers in how to participate in cluster management

4. Master teachers in planning and implementation of teacher training activities

What kinds of guidelines, manuals, or other materials need to be written to help withcluster implementation in your country?

1.

2.

3.

Guidelines concerning the structure of school clusters and the roles and functionsof each actor within the cluster

Training manuals for local educationteachers. master teachers. etc.

A cluster management handbook foreducation administrative officers

18

administrative officers, cluster heads, head

heads of clusters. head teachers and local



What kinds of social mobilization, directed at whom, are needed in order to strengthencluster programmes in your country?

1. Dialogue with ministers on the importance of school clusters in the achievement ofeducational goals so as to empower them in the implementation of the schoolcluster programme

2. Advocacy programme on the importance, structure, fictions, responsibilities ofschool cluster directed at the community and other actors in the educational system

What kinds of incentives or sanctions could be put in place in your ministry order tostrengthen school clusters?

1. Special fired for subsidizing or awarding good clusters including cluster heads

2. Recognition given to local education administrative offices (or officers), schoolclusters (heads), master teachers, and other members in the cluster system

What kinds of financial resources are needed to strengthen clusters in your country?From where can such resources come?

1. Government budget (regular): Government special finding for implementation ofthe school cluster system at the beginning stage

2. Community contributions

3. Other accessible sources such as NGOs and international organizations

Assume you are organizing a one-day seminar next month in your Ministry in order todisseminate new information and ideas you gained in this workshop and make recommendationsabout strengthening and extending school clusters. How would you organize this seminar interms of the following questions?

1. Whom would you invite to the seminar’?

. Directors of the Department of Basic Education and other officials in thedepartment, experts in education administration in rural areas

2. What would you talk about and what materials would you disseminate?

. How school clusters can better facilitate achievement of EFA

3. How would you schedule the agenda of the seminar?

. Briefing about the Bangkok workshop

. Analysis of the current situation of school clusters

. Possible changes

● Administrative support to the change

● Discussion

19



V. How could UNICEF, UNESCO, and SEAMES better support the development of schoolclusters in your country?

I UNICEF, UNESCO can jointly support a research project on school I

I clusters. The project will cover items about the current situation, problems, I

and innovations for improvement and will end up by making recom-

mendations on expanding and strengthening school clusters, possible

I structures, and others. The final report will be sent to the minister for policy

making which will lead to wide implementation. I

I. Actions needed to clarify and extend cluster functions in your country

How should the functions of the school clusters in your country be changed? Whatshould they be doing more of - or better? What functions should be clarified or new ones addedin order to make clusters stronger and more effective?

1. To establish a new and systematic school cluster management system in order to:

● Establish a resource centre where in-service training for primary teachers canbe provided and the head-teachers and teachers exchange ideas andexperiences, develop learning materials and assessment materials and organizethe tests and year-end examinations.

. Facilitate Assistant Township Education Officers (ATEOs) in monitoring,supervision and management.

. Promote networking within and among clusters.

● Collect and utilize data and information.

. Mobilize resources.

. Train community leaders for social mobilization and community participationin education.

. Promote realistic national policies.


1. Conduct a training workshop on school clusters for education personnel fromevery level (UNICEF and the Department of Basic Education, DBE).

20



2. Design a programme for implementation of the school cluster system (UNICEFand DBE).

3. Set clear policy guidelines for school cluster system (MOE or DBE).


1. Inadequacy of resources

● UNICEF is planning to provide some assistance on material and technicaltraining.

● The government could allocate more teachers for resource centres.

2. Lack of incentives for teachers who have to do extra work for clusters

. UNICEF is also planning to provide cluster-heads some incentives but not forother member teachers.

3. Resistance from the local education personnel to accept a new cluster system

. Discussion with local people even at the planning stage.

. Training education personnel at each level.

4. To what extent the system can be decentralized?

. Policy guidelines should be set clearly

II. Actions required to change the membership, management, staffing, and financing of clustersin your country

How, if at all, should membership in your school clusters be changed; for example, toinclude other institutions/programmes, at different levels of the system?

1. Primary Schools and their affiliated schools, which are actually community- supported schools.

2. Middle and High Schools in some clusters.


1. Cluster size should be between five and ten schools.

2. In each cluster, there will be a core school which can allocate a room for the cluster office and resource centre.

3. There will be a cluster management committee and the head of the committee will be elected by the member schools. The head-teacher of the core-school is not necessarily the head of the management committee.

4. The term for the committee should be four years.

21




1.

2.

3.

4.

5.

6.

7.

8.

Core schools. There is a plan to choose a core school for each cluster where theresource Centre will be located. The head of the core-school will be the key personwho will take care of the cluster’s day-today activities.

Cluster offices. It is not essential to have a separate office for the school clusterbut more important to have a resource Centre at the core-school.

Cluster committees. Each cluster should form a cluster committee which willmake important decisions on cluster activities.

Cluster heads. The cluster head will be the elected chairperson of the clusterbut is not necessarily the undertaker of day-today management.

Master teachers. Basically Master Teachers for Language and Maths shouldbe selected for the cluster committee.

Supervisor/inspectors. It is unlikely to have ATEOs as key actors in thecluster activities but they can be a link for the clusters with higher levels.

Communities and parent associations. Since every primary schools has aPTA, it will automatically be involved in the cluster activities.

Non-government organizations. There arc no NGOs involved in Educationprojects.


Selection criteria for “core schools”:

1. Good condition of the building with a spare room for the cluster office andresource Centre.

2. Located in a place where the member schools can communicate and travel easily.

3. Active head teacher who has a sound academic background.

4. Active community participation.


1. Most finance will come from community and donor agencies.

2. Government should also support the clusters.

3. Income-generating and fund raising activities should be developed.

III. Actions required for implementing and institutionalizing better school clusters

22



What kinds of new legislation or ministerial regulations (if any) are needed in yourcountry to support the expansion and stengthening of school cluster programmes in yourcountry?

1. Formulate and prescribe regulations for School Cluster System.

2. Revise existing PTA rules and regulations.

What kinds of new policies need to be made by your ministry regarding clusterstructure, management, financing, and responsibilities?

1. Clear policy guidelines should be set for size, membership, selection and functionsof clusters.

2. Policies on new roles of cluster-heads and ATEOs should also be clarified.

3. Allocation of more financial input and appointment of more teachers should bemade by the Ministry.


1. A workshop or seminar could be done for the people at central and Nate/Divisionlevels to sensitize them to the idea of school clusters.

2. Township level education officers should be trained in order to facilitate theimplementation of the cluster system.

3. Teacher educators will also need to be trained so that they can put the idea ofschool clusters in their training programmes.

4. Head teachers and teachers arc the key people who will actually implement theprogramme so they will need longer training.


1.

2.

3.

4.

Guidelines for ATEOs to facilitate the clusters.

Manuals on School Clusters for head teachers and teachers.

Manual for management of resource centres.

Manual for PTA.

What kinds of social mobilization, directed at whom, are. needed in order to strengthencluster programmes in your country?

1. Advocacy activities for central and State/Division level education officials tosensitize them to the idea of school clusters.

2. Discussion and consultation with the local education officials, head teachers andteachers so that feasible and sustainable policy guidelines can be made.

23



3. Awareness raising of the community on possible benefits of working with schoolclusters.

What kinds of incentives or sanctions could be put in place in your ministry order tostrengthen school clusters?

1. Performance of head teachers and teachers for the clusters should be considered asa criterion for promotion.

2. The position of the cluster-head should be considered as a step on the career ladderof teachers.


1. Finance for the establishment of resource centres at core schools should beprovided by Department.

2. Assistance for the materials at resource centres will probably come from UNICEFand UNDP.

3. UNICEF can also provide financial assistance for cluster level trainingprogrammes to some extent but it is necessary to find ways and means to getfinancial resources from the community for sustainability.

Assume you (and other participants from your country) are organizing a one-dayseminar next month in your Ministry in order to disseminate new information and ideas yougained in this workshop and make recommendations about strengthening and extending schoolclusters. How would you organize this seminar in terms of the following questions?

1. Whom would you invite to the seminar?

. Senior Officials from the Department of Basic Education.

● Township level officials.

. Teacher educators,

● Head teachers and teachers.


. Country experiences of school clusters in the region.

. Designing a new cluster system: structure, membership, functions and requiredresources.

. Possible constraints and solutions.

24




Session 1: Situation of MYANMAR school clusters in comparison with othercountries in the region

Session 2: Recommendations on new school cluster design; structure, member-ship, functions, etc.

Session 3: Required resources, possible constraints and solutions

Session 4: Recommendations for policy makers

IV. How could UNICEF, UNESCO, and SEAMES better support the development of schoolclusters in your country?

1. Invite suitable consultants on school clusters who have real field experience andorganize training workshops.

2. Provide financial, material and technical assistance to the Department.

3. Monitor and evaluate the performance and progress of school clusters and providerecommendations for further improvement.

-g

I. Actions needed to clarify and extend cluster functions in your country

How should the functions of the school clusters in your country be changed? Whatshould they be doing more of – or better? What functions should be clarified or new ones addedin order to make clusters stronger and more effective?

1.

2.

3.

4.

5.

Establish a specific structure and redefine roles and functions of cluster schoolprincipals and head teachers.

Empower a school cluster by providing it a budget and authorizing principals todisburse funds to meet priority needs of cluster schools.

Extend administrative functions in terms of selection and recruitment of teachers inthe cluster schools.

Provide better incentives to the staff of outstanding cluster schools.

Refocus functions on academic improvement such as observing classes, givingassistance to teachers in the teacher-learning process, assessing pupil performanceand preparing instructional aids.

25



6. Improve linkage with local government units (LGU), NGOs and the PTA forsupport.


1. Review school division/district structure, like the School Learning Action Cell(SLAC), and the Learning Resource Centre (LRC), central and regional offices ofthe Department of Education, Culture, and Sports (DECS).

2. Redefine roles of principals/district supervisors – DECS central/regional/divisionoffices.

3. Establish a committee in the regional offices to take charge of the cluster schoolproject with funding support.

4. Formulate definite policies on the cluster programme – DECS central/Bureau ofElementary Education (BEE).


1. Indifference of school officials to adopt the cluster school project.

Possible solutions:

l introduce vigorously the school cluster concept to school divisionsuperintendents and district supervisors.

. launch a massive social mobilization and advocacy campaign.

2. Limited funds to improve resource centres, purchase materials and provideincentives.

Possible solutions:

l tap local school board funds.

. request donor institutions to launch pilot cluster school projects, e.g. UNICEF,UNESCO, SEAMEO INNOTECH, etc.

. link with other agencies, civic organizations and NGOs.

II. Actions required to change the membership, management, staffing, and financing of clustersin your country

How, if at all, should membership in your school clusters be changed; for example, toinclude other institution/programmes, at different levels of the system?

26



A school cluster co-ordinator at the regional and division level should beincluded in the membership. One regional supervisor and one divisionsupervisor should be assigned to co-ordinate cluster schools. These co-ordinators will serve as a link to the regional and division offices and assistin setting specific guidelines for the operation and management of clusterschools.


1. In the district level (town), there is an established Learning Resource Centre (LRC)which is usually situated in the central school. This LRC should include in itsservice area the satellite schools, if feasible, or assist the core schools in terms ofsharing both human and non-human resources.

2. Primary schools are involved in school clustering. The concept may be extended tocomplete elementary schools and Barangay high schools on a pilot basis.


1.

2.

3.

4.

5.

6.

Core schools (cs). Presently, the main actor in our cluster system – forINSET and instructional material development and as a venue for demonstratingand implementing the school learning action cell (SLAC). The core school shouldbe a LRC - fully equipped with hardware.

Cluster offices. There is no cluster office in this structure. The core schoolserves as the meeting office of the teachers form the cluster schools. In one modelthe district office situated in the central school is the venue for cluster meetings.

Cluster committees. This should be added and should include committees bylearning area for academic improvement.

Cluster heads. The district supervisor is the manager in a district with two tothree cluster schools.

Master teachers. They act as a demonstration teacher in the different learningareas. They assist teachers in cluster schools in preparing lesson plans, materials,and test items.

Supervisors/inspectors. They provide clinical supervision, give technicalassistance, and assist in searching for funds and in physical facilities improvement.

27



7. Communities and parent associations. They give financial assistance,collaborate directly with the teachers for academic improvement, and spearheadschool projects and extra a curricular activities of the schools such as sports,scouting, contest and others.

8. Non-government organizations. They extend support on special projectssuch as provision of health needs, water systems, toilet construction, medicalassistance library improvements, and scholarships.


1. Issuance of a policy on the term of a cluster principal.

2. Selection criteria may vary from one division/district depending on the geo-graphical location and potential of the principal.


1. Funding for school clusters should be specified in the maintenance operating expenditure (MOE) of the Department budget.

2. Local school board budgets should include items for cluster schools.

III. Actions required to improve clusters’ role in quality improvement

In general:

1.

2.

3 . .

Promote more vigorous and strong linkages with parents/community for all schoolactivities in the cluster.

Install effective monitoring of pupils’ academic progress and reporting of pupils’achievement to parents.

Encourage open supervision of the teaching-learning process by principals, PTAs,and other interest groups.

What role should your clusters play in the following activities:

1. Curriculum and materials development:

l modify, adopt and adjust curriculum and teaching materials to the peculiaritiesand cultural variation of the locality utilize local learning aids.

l consult parents/community in curriculum development.

2. Teacher training and ongoing professional support:

. provide an in-depth assessment of teacher training needs.

. encourage school-based training.

28



. promote deeper accountability for teachers to initiate professional self-growthand improvement of teaching-learning competencies.

3. Teacher management (absenteeism, promotion, deployment, etc.):

. give authority to core principals to select/recruit teachers for cluster schools.

. provide feasible incentives for outstanding teachers in the cluster.

4. The sharing of resources and facilities:

. provide guidelines for resource allocation. distribution and utilization.

● encourage collaboration among cluster schools in the acquisition offacilities/hardware and equipment.

● one school to be assigned a particular kind of equipment and another school topurchase a different apparatus.

5. Promoting parent and community involvement in education:

● initiate social mobilization activities.

. directly involve parents in the day-today school work of children; e.g.attendance, homework, health needs, etc.

● expand Teacher-Child-Parent (TCP) approach.

What new things should your clusters be doing in order to help increase the number ofchildren enrolling in school and staying there?

1. Encourage frequent home-school interaction:

. home visits.

● informal dialogues with parents,

● school open house.

“ reporting day.

2. Make school attractive for pupils and parents:

. adopt the Parent Learning Support System (PLSS) concept.

. promote better working relations with community leaders, parents and otherorganizations.

3. Bring the school cluster closer to the community by providing a forum forcommunity interaction.

4. Invite other agencies and local officials more often to school affairs and clustermeetings.

5. Inform parents of the objectives of cluster schools and discuss with them therationale, concept, and roles of clustering for better education.

29



6. Implement strictly free compulsory elementary education laws with the assistanceof local officials.

7. Observe fully the National Enrolment Day (NED) for six-year-olds.

IV. Actions required for implementing and institutionalizing better school clusters

What kinds of new legislation or ministerial regulations (if any) are needed in yourcountry to support the expansion and strengthening of school cluster programmes in yourcountry?

1. Issuance of a DECS order to institutionalize formally the organization of theschool cluster system. It will include rationale/objectives; composition of schoolcluster Task Force at the National/Regional/Divisional levels; guidelines onselection of cluster schools, staffing, managing and financing.

2. Issuance of a DECS order to include in the Performance Appraisal System for KeyOfficials (PASCO) - (Regional Directors and Division Superintendents) - theorganization and management of the cluster school system as one criterion in theirrating.

What kinds of new policies need to be made by your Ministry regarding clusterstructure, management, financing, and responsibilities?

1. Including the Principal Empowerment Programme (PEP) training in themanagement of the school cluster system.

2. A policy to grant fiscal authority to principals of core schools.

3. Legal changes to facilitate teacher appointments and transfers.

4. A policy on school mapping and systematic data collection.

5. A policy statement to include in the budget financing for the organization andmanagement of the school cluster system; that is, specify in the maintenanceoperation and other expenditure (MOOE) of regional/division offices aconsiderable amount for cluster schools.

6. A policy at the national level to direct the Bureau of ElementaryEducation/Elementary Education Division in the regional level to conduct trainingprogrammes on the school cluster system.


1. Chief of Elementary Education Division, Education Programme Specialist in theregional level, one Division Supervisor – to be the core trainer at regional level.These are to participate in the national training to be conducted by the Bureau ofElementary Education.

30



2. At the regional level, Assistant Superintendents and District Supervisors need to betrained, to be conducted by the Elementary Education Division.

3. At the division level, principals and master teachers will be trained.

4. The training package will include concepts, structure, management, financing,social mobilization and resource development.


1.

2.

3.

4.

Training manuals:

l handouts

l worksheets

l readings

Training design and curriculum.

Guidelines on selecting school clusters and core principals

Monitoring forms and guidelines for supervision.

What kinds of social mobilization directed at whom, are needed in order to strengthencluster programmes in your country?

1. Getting the administrative support of regional directors and divisionsuperintendents.

2. Involving local government officials and political leaders, non-governmentorganization, civic-organization and funding institution e.g. UNICEF, UNESCO,JICA.

3. Mobilizing parents to support the programme, strengthening PTA roles.

What kinds of incentives or sanctions could be put in place in your ministry in order tostrengthen school clusters?

1. Including school cluster management and performance in the merit promotionpolicy.

2. Recognizing outstanding performance in cluster work by giving awards/certificates.

3. Providing scholarships to master teachers,


1. GOP (Philippines government) at the national, provincial, and municipal levels.

2. Donations:

31


Managiong schools for better quality

c NGOs

. Donor institutions - UNICEF, JICA, etc.

l PTAs

3. Income generating projects.

Assume you are organizing a one-day seminar next month in your Ministry in order todisseminate new information and ideas you gained in this workshop and make recommendationsabout strengthening and extending school clusters. How would you organize this seminar interms of the following questions?

1. Whom would you invite to the seminar?

. Regional Director 1

. Division Superintendents - 9

l Elementary Education Division Supervisors - 7

l President of Division Federated PTA - 9


Prepare handy primer on:

. School cluster concepts/rationale/objectives.

. Common school cluster model/structure.

. The cluster as a resource network.

. Functions of cluster/management/operations.

. Financing/cost effectiveness of school cluster.


. A one-day conference proposal will be presented to the regional director forapproval upon return to the office.

. Issue invitation letters to participants.

. Meet the staff of the Elementary Education Division (EED) for venue,material preparation, and logistical arrangements.

. Request for funding from the director

V. How could UNICEF, UNESCO and SEAMES better support the development of schoolclusters in your country?

1. Providing technical assistance in terms of project formulation at the regional level.

2. Extending finding support for training and establishing resource requirements.

3. Assisting in the monitoring during the initial stage of implementation andconducting project evaluation for impact assessment.

32


Part II

MULTIGRADE TEACHING:

BANGLADESH, CAMBODIA, CHINA, LAOSMYANMAR, PAPUA NEW GUINEATHE PHILIPPINES AND VIET NAM

Mike Lally – Graduate School of EducationThe University of Western Australia

Information gathered from eight countries in Asia as part of a UNICEF/UNESCO/SEAMEO workshop on “Managing Schools for Better Quality" reveals a variety ofapplications of multigrade teaching in terms of function, structure, financing, activities, andachievements. Below is a summary of this information.

Reasons for the Introduction of Multigrade Teaching

The reasons behind the introduction of multigrade teaching as a form of educationaldelivery vary, from factors of history and geography to aims recently described in the Jomtienagreement. Viet Nam has had a history of multigrade teaching which goes back many years.Mountainous areas of Viet Nam share a similar geography to parts of Laos and Papua NewGuinea where small groups of people are scattered across communities. China also introducedmultigrade teaching as a solution to providing education in difficult geographical environments.Although the geography is different, the nomadic way of life of herds-people was problematicfor traditional forms of educational delivery and multigrade teaching was subsequentlyintroduced.

A number of countries, including Myanmar and Papua New Guinea, have introducedmultigrade teaching as a means of overcoming a shortage of teachers. In the Philippines,multigrade teaching has recently been strengthened in order to facilitate universal access toprimary education so that this country gain achieve the Jomtien goals.

Objectives of Multigrade Teaching

The objectives of multigrade teaching are linked to the reasons for its introduction.Many of these aims overlap with those of regular schooling; however, some are specific or ofgreater focus in the multigrade-school. Such objectives include the following:

33



Create access to education for all children,

Bring schools closer to communities.

Overcome a shortage of teachers.

Modernize teaching methods.

Reduce drop-out and repeater rates.

Implement UPE.

Increase the participation rate, cohort survival and literacy rates.

Provide provinces with an incentive to use composite classes as a means of teacherrationalization through administrative, financial and technical assistance to meetshortfalls during this period of reform transformation.

Groups and Areas Where Multigrade Teaching is Directed

Multigrade teaching schools are established in areas where providing one teacher foreach grade, as in a regular school, is not possible. Thus, multigrade schools tend to be found inareas of low population or where a nomadic way of life is the norm. In some countries ethnicminorities are more likely to be living in such areas and as a result, are more likely to be theparticipants in multigrade schooling.

Typical groups and areas are as follows:

+ Ethnic minority children.

+ Non-enrolment, drop-out and repeater groups.

+ Rural and remote schools with few teachers.

+ Thinly populated areas such as highland, remote and mountainous regions.

+ Disadvantag~ depressed regions.

For What Grades and Subjects is Multigrade Teaching Used?

Multigrade teaching is typically used for all subjects and for all grades in primaryschools although the mixture of grades used varies across countries. For example

34


Multigrade teaching

Viet Nam

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lao

Myanmar

Mongolia

Philippines

China

Papua New Guinea

--=.---..... .. .. .. .. .. ...... ...... .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... ..................

The mix of grades varies according to the number of children bygrade, geographical features, and availability of teachers. Examplesinclude: Grades 1 and 2, Grades 1 to 3, Grades 2 and 3, Grade 3 to5, and Grades 1 to 5.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... ..................

Grades 1 and 2 (12 per cent of total classes); Grades 2 and 3 (4 percent); Grades 1, 2 and 3 (2.5 per cent); Grades 3 and 4 (2 per cent);and Grades 4 and 5 (1 percent).

Varies according to grade level..

According to life mode of herds-people, taking into account seasonalmovements of people.

Factors such as enrolment, number of teachers and classroomsdetermine the groupings. Sample groupings include Grades 1,2 and3; 4 and 5; l and 2; 3 and 4.

Varieties of ways are used but usually the combined grades areclose to each other.

Varies according to the situation. Usually Grades 1 and 2; 3 and 4;5 and 6; 7 and 8. They are located in the same classroom.

.. .. .. .. .. ... . ........ .......... .. .. .. .. ...... .. .. .. .. .. .. .. .... .. .... .. .. .. .. .. .. ..... . .. .... .. .... ........ .. .... .. .. .. .................................................................... . . . . . . . . . . .. . . . . . . . . . . . ..

How Are Lessons Scheduled for These Different Grades?

The scheduling of lessons varies according to different situations. The followingprovides examples of current practice:

+ Lessons are planned and worksheets are designed for each grade level. Somesubjects are designed for all levels; for example, singing, physical education,handicraft, outdoor activities.

+ Different students learn at different speeds; for example, one student may learnmathematics with the grade 3 group but learn language with the grade 2 group.

+ In the same period, different subjects are taught to different level groups.

+ The prescribed times as in elementary schools are followed, although time isorganized within the day to serve the needs of different groups of childrenaccording to different grade levels.

+ The same subjects are taught during the same period or different subjects aretaught during the same period.

35



The practices described above are indicative of a school environment where there is aschool-based re-organization of curriculum. In addition, the combining of classes allows forgreater flexibility, particularly when accounting for individual differences in learning of differentsubjects.

How Are Teachers Matched with Groups?

A number of different strategies for matching teachers to groups is used. In manycases, this is related to the target group and the social-geographic conditions of the community.Strategies presented included:

+ The groups are guided by a principal teacher.

+ The teacher spends most of time with one group during a single period while othersdo self-learning or are taught by the head of the group.

+ Teachers travel with the nomadic community.

+ New teachers are usually assigned to multigrade teaching schools.

+ Face-to-lb teaching and self-learning are alternated.

How (If At All) is the Sequence of Curriculum Material Modified forMultigrade Teaching?

A number of different strategies is used to modify curriculum materials; for example:

+ They are revised with input of local environment through sets of workbooks andteachers guidebooks for all subjects.

+ The usual sequence is used, although sometimes lessons are omitted because oflimited time.

+ Special curriculum materials, including lesson plans, have been developed to assistmultigrade teachers. Skills and competencies in each subject are realigned forgrade clusters to facilitate lesson planning and instruction.

What Specific Strategies Are Used to Organize Space and Time in MultigradeTeaching Schools?

Included among the strategies employed are the following:

+ The school year is organized according to the seasons, weather, crops and customsof the area. Where children need to work, schooling takes place in the evenings.

+ School classrooms are used in addition to fishing boats and private houses.

+ Teachers are left to organize their own time, although a lack of textbooks causesproblems in time management.

+ Ability groups are used.

36


Multigrade teaching

Teaching is undertaken in turn in separate classrooms.

There are separate teachers for multigrade classes.

Morning and evening classes are offered.

There is an integration of classes from different schools.

Students are enrolled in alternate years only,

Block times and group activities are utilized.

Parents are involved only in school construction.

Multigrade teaching schools use a general assistant as a para-teacher.

The teacher comes from the local community, and parents are expected to supporttheir children’s education.

What is the Current Number of Regions and Schools Using MultigradeTeaching?

In Viet Nam

In Lao

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In Mongolia

In the Philippines

In China

In Papua New Guinea

:::::::: ::,::.: ::::,::::: =:::=.=V: ::::.7 :::,::: ::.-:.-:::::== :::>::.-::, >,: :>,,.-,::::.-,,,::=:=::. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

There are 13 provinces and 108 districts with 1,130 classes,3,800 teachers and 86,853 students engaged in multigradelearning.

50 per cent of total primary schools and 21 per cent of classesutilize multigrade teaching.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... ...........

2 bags (smallest administrative unit), 4 districts, and 3provinces use multigrade teaching as a model.—..-——.-——- —.-—

All 14 regions (except the national capital region) havemultigrade teaching classes totalling 19,411.

There are 355,192 multigrade teaching classes and 182,841schools, representative of almost every region.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... ............

All four regions of the country are operating 114 multigradeteaching schools.

........ .. .. .. .. .. .. .. .. .... ........ .. .. .. .... .... .. . .. ........ .... .. .. .. ........ .. .... .. .. .. .. .. .. . .. .. .. .. .. .. .. .. .. .. .. .............. ........ ..........................................>.............................&...a.......&.......-.<

37



Will this Number Likely Increase in the Future?

In Viet Nam

In Lao

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In Mongolia——.— . . . . . . . . . . . . . . . . . . .

In the Philippines

In China

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In Papua New Guinea

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... ................

There will be a ten-fold increase.

The number of classes will likely increase although the number ofschools will decrease. This is due to a strategy of increasing classsize and school size.

Numbers will increase to include each of the 310 districts.

It will increase as new schools are planned and completed. It islikely to double.

The annual rate of increase is 6.6 per cent (from 333,193 in 1991to 355.192 in 1992).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... ................

Expansion will grow to 216 schools in the future.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...==.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .........

Modification to Curriculum and Teaching/Learning Materials?

A number of modifications has been reported including:

Teachers' guidebooks have been produced.

Self-made teaching aids use local materials

The curriculum is the same but a modified timetable is used. The same textbooksand materials are used.

Manuals and handbooks relevant to life, needs and interests of children are beingproduced.

Although the same curriculum materials are used, “Minimum LearningCompetencies” materials assist teachers by aligning the same skills of varyingdifficulty level across grade levels. This assists in the planning and organizing oflessons.

Multi-1evel materials in English, Mathematics and Filipino have been prepared.Sample lesson plans for multigrade teaching have been prepared and distributed.

Some courses are condensed in length from 9 to 5 years by strengthening corecourses and using eomprehensive courses.

38


Multigrade teaching

Modification of Teacher Training and Support?

Variations to training programmes have included:

+ Specific training at pre-service levels at provincial teachers colleges.

+ In-service training using teacher training modules.

+ Creation of a central mobile training team.

+ Professional support by visits from the head of groups of schools.

+ In-service courses on the use of a multigrade instructional package.

+ Training programmes for multigrade teachers which integrate theory and practice.

+ In-service training using field experience at the Provincial level.

What Kind of Routine Monitoring is Done on Implementation of MultigradeTeaching?

A number of different mechanisms have been implemented to monitor theimplementation of multigrade teaching in the various countries. Examples of such mechanisms

Quarterly meetings and regular monitoring carried out by central, provincial anddistrict steering committees.

Regular visits to multigrade teaching schools by staff from the district educationoffice. Such staff have no special training.

Regular monitoring of multigrade teaching takes place by education and UNICEFstaff after special training for this monitoring task.

Monitoring is part of regular monitoring system by state and local administrators,although some provinces have developed special monitoring processes. Monitorsreceive special training.

Normal school visits once a term by a School Inspector.

What are the Major Constraints to Implementing Effective Monitoring ofMultigrade Teaching Schools?

There at-e restraints to the monitoring process such as:

+ Long distances and difficult physical access.

+ Slow feeback, and sometimes inappropriate responses at local levels.

+ Lack of funds to monitor multigrade teachers and provision of appropriate trainingcourses for monitors.

+ Selection of appropriate people and training over a short period of time.

39



+ No national regulations covering multigrade teaching.

+ Weak technological support and little research.

What Kinds of Assessment/Evaluation Have Been or Are Being Done on theResults of Multigrade Teaching?

Examples of the monitoring process include:

+ External and internal evaluation carried out by external consultants, provincial,district and community persons. Informal training is given to local evaluators bythe centra1 steering committee.

+ Monitoring carried out by the Ministry of Education and Institute of CurriculumDevelopment.

+ The use of a formal pre- and post-test design to evaluate student performancecarried out by Ministry staff in co-ordination with UNICEF staff

What Have Been the Results of Any Evaluations of Multigrade Teaching?

An analysis of the evaluations conducted in participating countries suggests that:

+ There are better and more appropriate responses from local levels.

+ Multigrade teaching plays an important role in the more rapid implementation ofUPE by reducing regional inequalities and enhancing enrolment.

How and to What Extent Does Multigrade Teaching Appear to Increase InitialEnrolment, Reduce Wastage, Raise the Achievement Levels of Pupils, Improvethe Quality of Teaching, Increase the Efficient Use of Facilities and Resourcesand Have An Impact on Other Educational Processes or Outcomes?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..>..-_.&..& . .. ..+.~... . .. .. .. .. .. .... .. .... .. . ........ .. .. ... ..... .. .. .. .. ...... .. .. .. .. ...... .. .. . .. ........ .. .......................................................................................................................

In Viet Nam + In the areas of multigrade teaching 100 per cent of children ~attend, completion rates have increased and lower drop-out:and repetition rates are evident. Better results are achievedthan in regular classes. Student-centred learning is achievedand more group work occurs.

+ Children are more active, self-confident and respond flexibly.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ._.-.-.-.=..=.=. . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................. .....................

40


Multigrade teaching

~---.-: -==

In Lao

In Mongolia

—.

In the Philippines

In China

In Papua New Guinea

=:::= :=.-=x =...-.-: >>:,,:,:+::==,: ,::::::: -::.- ==== =:7=: =..::.%. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

+ Where multigrade teaching exists, most village children attend.

+ Multigrade teaching seems to improve drop-out rates (80 percent attend until Grade 3 where multigrade teaching exists).

+ Multigrade teaching students have no special difficulty inachievement.

+ There is an increase in the efficient use of facilities andmaterials.

+ The shortage of teachers is overcome in remote rural areas andthe pupil teacher ratio increases.

—.

+ By explaining the purpose to children and their parents andlocating education centres close to living places, the use ofmultigrade teaching has encouraged children to proceed furtherin their learning.

—— ..————. -.-—-—

+ Multigrade teaching improves teacher utilization together withmaximizing use of classrooms. The use of special instruc-tional packages has enabled achievement levels to increase.

+ Peer tutoring is also shown to be effective.——-.—. ..— — . . . ..— — .—

+ Initial enrollments have increased, wastage decreased andachievement levels have increased although no nationalevaluation has yet been made.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....... ......

+ Parents have realized the importance of multigrade teaching,and improvements are expected in the near future.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...................

What Are the Major Constraints Faced in Further Improvement or Expansionof Multigrade Teaching?

A checklist of major constraints indicates the following:

+ Lack of teachers, particularly those who are locally recruited.

+ Lack of incentives for teachers.

+ Lack of funds to train teachers.

+ Policy guidelines yet to be established.

+ Knowledge and skills for different levels are not yet clearly defined.

+ Lack of formulation and planning of an appropriate flexible curriculum.

41


Managing school for better quality

+ Provision of adequate pupil materials that cater for varying ability levels.

● Difficulty in visiting remote schools.

+ Imbalances in economic and social development.

+ Low quality technological support, teaching materials and research.

+ Lack of space in schools.

+ Lack of skills and commitment among teachers.

Needs for Further Improvement?

Areas for improvement include:

Ministerial policies and regulations concerning multigrade teaching, includingpolicy for provision of teachers according to numbers and distribution of students.

The provision of teacher incentives.

Multigrade teaching material in the training of pedagogical advisers (futuresupervisors of multigrade teaching).

The provision of self-learning modules about multigrade teaching for teachers.

Improved organization of pre-and in-service training.

Increased budgets for training village teachers.

Teaching and learning materials.

Teachers guides for adapting the primary curriculum into multigrade teachingschools.

Formal training on monitoring, supervising and evaluating for both central andlocal steering committees.

Greater monitoring of multigrade teaching.

Improve contacts between teacher and head-teachers.

Adequate school facilities.

What Kinds of Information or Advice Do You Most Need in order to MakeThese Changes

Any necessary information base includes:

+ National, regional and international exchanges of experience on organizationmanagement, training, supervision and evaluation.

+ Localized curriculum development.

+ Short-term training courses on multigrade teaching curricula for multigradeteachers.

42


Multigrade teaching

● Training videos.

+ Information dissemination campaign mechanisms.

+ Research results on multigrade teaching.

+ New trends and approaches on multigrade teaching.

+ Development of materials for multiple ability groups.

Over the Long Term (Next 1-3 Years) Are the Same Needs Required?

The perceived Iong-term needs by country were:

In Lao

——.——...———

In Mongolia

In the Philippines

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....L.&.a.....a.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

+ An effective system of in-service training for multigradeteachers.

+ Ways to adapt the general curriculum for multigrade teaching.-.- . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

+ Expanding the multigrade teaching project and carrying out acomprehensive survey.

———

+ Research on multigrade teaching.

+ Strategies for community support.

+ Alternative approaches to multigrade teaching teachers.

+ Use of computers in multigrade teaching.

+ Preparation of instructional aids.

+ Alternative teacher training mechanisms.

+ Incentive schemes for multigrade teaching teachers.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... ...........

+ Study visits to multigrade teaching locations.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In Papua New Guinea

43



A MODEL POLICY PAPER FOR THEIMPLEMENTATION AND STRENGTHENING

OF MULTIGRADE TEACHING

On the basis of concerns and priorities expressed by participants at the workshop, amodel policy paper, which could serve as the basis for any country submission to its Ministry ofEducation, was drafted. The objective of the model policy paper is to argue a case forstrengthening multigrade teaching.

The outline of such a model policy paper is as follows:

The Reality of Multigrade Teaching

Countries of the region are signatories to the World Declaration on Education forAll and therefore are committed to the achievement of a universal system ofprimary education by the year 2000.In China and India particularly, the population programme has successfullydecreased the school age population in villages. As a result, multigrade teachingbecomes more important as a teaching approach.

Multigrade teaching provides a means to bring education to children in minorityethnic communities, who otherwise would not receive any form of education.

Lack of classrooms and teachers can be met by greater use of multigrade teaching.

These prevailing situations show that multigrade teaching will continue to exist andeven expand in the near future.

What is Multigrade Teaching?

Multigrade teaching is a teaching approach where school children of different grades,age, abilities are brought together in one class by one teacher. Multigrade teaching can cover allgrades and all subjects.

The Multigrade Teacher

The multigrade teacher is foremost a planner and manager of education and as suchhe/she manages curriculum, school facilities and classroom activities. There are, however, otherroles for a multigrade teacher because of his/her special situation as often times the mosteducated person in the community. As such he/she is expected to also perform the followingtasks:

44


Multigrade teaching

+ as community organizer – activities for the community.

+ as social worker or counselor providing advice on all matters of social life.

+ as community resource person, sometimes as the sole source of information to and from the community.

+ as election registrar.

+ as mediator for reconciling conflicts.

+ as financial manager of school and community resources.

Multigrade teachers are usually assigned to isolated, hard-to-reach areas to teach pupilswho are highly deprived and disadvantaged. The especially difficult circumstances ofmultigrade teachers make multigrade teaching more difficult than regular teaching.

Multigrade Teaching and Teacher Deprivation

Multigrade classes are often located in sparsely populated, isolated and hard to reachand disadvantaged communities. The multigrade schools are generally ill-housed, inadequatelyequipped, and provided with new and inexperienced teachers. In some cases the multigradeteachers are older and close to retirement age. The teachers are also isolated in remotecommunities.

In terms of salaries, in some countries multigrade teachers receive the same salaries asregular teachers despite a more difficult working condition. In other countries multigradeteachers are given additional incentives by the community in terms of goods and additional pay.

Since multigrade classes are in remote areas, teachers are often unsupervised andreceive no feedback to improve their teaching. They face professional isolation as well.

Hindering Factors

Many factors hinder the development of multigrade teaching as an effective andefficient approach. These include (as prioritized):

1. Policy-related constraints. Different countries have different policyconstraints. Some countries are without policies, others have unclear policies, andothers have policies which are not implemented.

2. Negative perception of multigrade teaching. Multigrade teaching isgenerally viewed as second-rate, of low quality and a temporary measure.

3. Teacher-related constraints. Multigrade teachers are often not equipped tohandle multigrade classes because of inadequate preparation and how quality ofpre-service training. Of those already in service, very few and sometimes none atall are provided with appropriate training.

45



4. Facilities-related constraints. Because of isolated locations, multigradeschools are usually ill-equipped with make-shift facilities. There is also a lack ofbasic materials such as textbooks, workbooks, etc. Multigrade classes do notbenefit from available modem teaching technology such as radio, video, TV,projectors, etc.

5. Home-related constraints. Often there is poverty in communities wheremultigrade teaching exists. Because of the deprived situations of families, childrenare not motivated to attend schools and sometimes parents do not want to sendchildren to school due to loss of income from children’s labour.

Future Needs of Multigrade Teaching

To overcome identified hindrances to multigrade teaching, specific strategies have beenidentified as follows:

1. Policy strategy

a) Conduct a comprehensive analysis of the multigrade teaching situation andidentify critical areas where appropriate policies are needed.

2. Strategies to counter the negative perception of multigrade teaching

a) Conduct public awareness campaigns using all available media.

b) Increase and upgrade performance of multigrade teachers and pupils to makethem comparable to that of single grade classes.

c) Conduct research and publish research findings to improve multigradeteaching.

d) Publicize the achievement of successful multigrade schools.

3. Teacher-related strategies

a) Teacher training:

. formulate clear policies, guidelines and objectives for the upgrading ofmultigrade teachers.

● develop in-service and pre-service teacher training programmes andmaterials for multigrade teaching, based on the specific needs ofmultigrade teachers.

. develop a core of multigrade teacher-trainers who can be mobilized totrain teachers in remote areas.

. develop a training programme of multigrade teaching to include:

* development of material from available local resources* adoption of innovations* development of a good learning environment

46


Multigrade teaching

b) Provide better supervision:

. train principals and supervisors on how to supervise multigrade classes.

. provide a system of incentives (rewards and recognition) for goodperformance by multigrade teachers and supervisors.

c) Establish a teacher support system:

. provide a mechanism for regular meetings of multigrade teachers forsharing experiences and exchange of information.

● arrange field trips for multigrade teachers to reduce teacher isolation.

4. Facilities-related strategies

a) Conduct school mapping and facilities surveys.

b) Develop a plan for upgrading multigrade school facilities and present this tothe community and education authorities at all levels, including the planning,finance and budget authorities.

c) Develop advocacy/lobbying plans to mobilize resources from the community,government and non-government agencies.

5. Strategies to counter negative attitudes to schooling

a) Involve parents in school activities

b) Have an “open day” on a regular basis for parents to visit and observechildren in school.

c) Have a master list of eligible school-aged children in the community so that itbecomes easy to identify who are not in school.

47



A MODEL TRAINING WORKSHOP FORMULTIGRADE TEACHING

As a follow-up activity to prior work, participants were asked to construct a draftschedule for a workshop concerned with training trainers of multigrade teachers.such a training workshop is as follows:

Rationale

The outline of

Providing education to all school-age children is a major responsibility of allcountries. However, numerous situations in these countries prevent thishappening: thus, up to this time numbers of children are still out of school.

Multigrade teaching is among the programmes that each of the countries hasidentified as a means to implement and address this problem of access,given the lack of teachers, schools and materials. However, this decision hasbrought about a concern for the quality of education. Thus, this trainingdesign is proposed in order to provide multigrade classes while ensuring a

high quality of education,

Objectives

The objectives of the training anchor on the theme:progress in quality primary/elementary education.”

General Objective:

Specific Objectives:

To enhance the capabilities of

“Promoting access to and

teachers in planning andimplementing instruction in multigrade classes as well as inevaluating pupil performance.

Teacher trainees are expected to:

1. Acquire deeper understanding of the philosophy, goals, objectives, special featuresof multigrade teaching, and the different roles of teachers in multigrade teaching.

2. Demonstrate competence in:

● the preparation of lesson plans, tests and instructional materials.

● the use of instructional materials.

. the use of different teaching strategies.

48


Multigrade teaching

● drawing in community support”

● structuring classrooms for effective multigrade teaching.

3. Demonstrate training skills in designing training programmes for teachers, schooladministrators and supervisors.

Resources Required

Needs

1. Build capability of project managers

● study tours. regional/sub-regional workshops

2. Expand capability of institutions

● equipment/other facilities

. production of materials

● financial support for

* training* materials and curriculum development

External Resources

UNESCO

UNESCO/UNICEF

3. Expert assistance UNESCO/UNICEF

● development and production of materials

● training

● management of project

● curriculum and instruction

4. Information on multigrade teaching

c brochures

. literature, etc.

A sample outline for a national workshop follows:

49

UNESCO/UNICEF


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......-............. ...................................... ................... .-...= . . . . . . . . . . . . . . . . . . . ........-.&.<=-..-

Context Inputs Process output

Teachers are not aware of the formal National policy on multigrade / Lecture - discussion of existing policies Understanding of the policiespolicy teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...................... .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Teachers are not well acquainted with The multigrade teaching / Lecture - discussion Understanding of thethe overall multigrade situation programme multigrade teaching situation

- propose- overview

There is a need for teachers to become The multigrade curriculum and ~ Walk-through of curriculum materials to Familiarization of content andfamiliar with the multigrade teaching programme j show the content of each level coverage of multigradecurriculum ;- sharing of sample class programme curriculum

- comparing with the nationalcurriculum

There is a need to reorient teachers on The teaching and learning ~ Sharing of teaching experiences, with Knowledge of principles ofteaching-learning principles principles on multigrade teaching ~ emphases on principles of learning learning

- peer teaching- using pupil/leaders

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... .................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

There is a need to reorient teachers on Roles of multigrade teachers \ - Drawing out from trainees their skill to use different strategiestheir new roles as multigrade teachers actual roles as MG teachers

- Lecture-discussion on roles- Agreement/formulation of new roles- Lecture-discussion- Demonstration- Post demonstration discussion

There is a need to manage instruction Organizing for instruction / Sharing experiences on how teachers Knowledge/skills on thein multigrade class to maximize - grouping ~ group students for instruction different ways of groupinglearning - classroom discipline - Lecture-discussion on some children

principles of grouping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... .................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... ............... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Context Inputs Process Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .....................- ............................................................

There is a need to orient teachers on how Preparing lesson plan ~ Critique and improvement of lemon

1

Skill in preparing lesson plan

to prepare lesson plans for multigrade ~ plan prepared and used by one teacherclasses so as to plan better instruction - Lecture-discussion focusing on the

goal oriented instructional model I- Practicum: Each teacher will

prepare lesson plan- Presentation of lessons

[

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................... ............................................... .............

The physical structure/arrangement of Classroom structuring ~ Presentation and discussion of ways of Plan to restructure one’s

classroom for better learningI

L

I structuring the classroom (use of video classroom~ tape/models)

/ —— —.—.

Teachers do not maximize the materials ‘ use of instructional ~ * Presentation of materials for: ~ Skill to use materials in

available materials/multigrade materials ! - teachers I different phases of the lessont\ -what to use - pupils

\ - when to use * Demonstration on how to use the I;. use of local resources materialsi

~ * Post demonstration discussion I

/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... .............$ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................

Teachers need more materials for \ Reparation of materials \ * Lecture-discussion on the principles Materials for all subject areas

multigrade teaching, more materials lead \ supplement of materials preparation;- !

to better learning I - exercises ~ * Workshop: Preparing materialsi I!- visual aids I[

Teachers need skills in preparing tests / Evaluation of multigrade ~ * Lecture/demonstration on the! teaching

Skill in evaluation

and in using these different types of tests and howt o p - e a c h I

~ * Practicum. Preparation of teats

~ * Presentation, analysis and revision

~ * Lecture/discussion on using results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................. .......................... .......................... .......................... .......................... .......................... ............


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...... ............. .......................... .......................... .......................... .......................... ............. ........................

Context Inputs Process Outpu t

Community members need to accept and Advocacy programme for ~ * Sharing experiences where commu- Knowledge of the strategies to

support multigrade teaching multigrade teaching programmes ~ nity resources/assistance was used get support for multigradein multigrade teaching teaching

; * Discussion: strategies on how todraw in community support

/ * Prepare plans on how teachers willget the support of community

~ Training programme evaluation Feedback to improve future~ Steps in designing training programme training

~ Preparation of training plan Training plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A ----------- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -------------- . . . . . . .

wN


Annex I

LIST OF PARTICIPANTS

UNICEF/UNESCO/SEAMEO Workshop onManaging Schools for Better Quaky:

Multigrade Teaching and School ClustersBangkok 28 November -2 December 1994

Bangladesh Dr. Md Anowarul AzizDirectorNational Academy for PrimaryEducation (NAPE)MymensinghTel: 48-055-332

Ms. Kawsar SabinasuperintendentPrimary Training Institute (PTI)Joydebpur, Gazipur

Mr. Selim AhmedEducation OfficerUNICEF - DhakaHouse #71; Road #5ADhanmondi R/ADhaka 1209Tel: 88-673-742Fax: 880-286-3678

Ms. Shaila KhanAssistant Programme OfficerDivision Office UNICEFHouse #33; Road 8Dhamondi, DhakaTel: 8144458

Cambodia Mr. Long KeaDirectorPrimary Education DepartmentMinistry of Education, Youth & sports

55



Cambodia (cont’d) Mr. Neou You HengDeputy DirectorPrimary Education DepartmentMinistry of Education, Youth & Sports

Mr. SarikDeputy DirectorProvincial Office of Education, Youth & SportsKakeo Province

Ms. Tep Kim HengEducation District OfficerProvincial Office of Education, Youth& SportsBattambang

Mr. Kousoum SamreuthDeputy DirectorProvincial Office of Education, Youth& SportsBattambang

Mr. Lim BunlyDeputy DirectorProvincial Office of Education, Youth & SportsStung Treng

Mr. Pawan KucitaconsultantUNICEF - Phnom PenhNo. 11, 75th Sracbark QuartierPhnom PenhTel: (855-23) 262-14,262-15Fax: (855-23) 252-84

Ms. Anne DykstraEducation Project OfficerUNICEF - Phnom PenhNo. 11, 75th Srachark QuartierPhnom PenhTel: (855-23) 262-14, 262-15Fax: (855-23) 252-84

56


Annex I

China Mr. Qiao YuquanDeputy Division ChiefDepartment of Teacher EducationState Education CommissionNo. 37 Damucang HutongXidan, BeijingTel: (86-1) 602-0522, 609-6546

Mr. Yang JunSenior Programme OfficerDepartment of Foreign AffairsState Education CommissionTel: (86-1) 609-6394, 609-6786Fax: (86-1) 601-3647

Lao PDR Mr. KhamhoungDeputy DirectorSacklokhamDepartment of General EducationMinistry of EducationVientianeTel: (856-21) 212-037

Mr. Chandy PhommabouthDeputy DirectorTeacher Training DepartmentMinistry of EducationVientianeTel: (856-21) 216-734

Mr. BoutsyTechnical StaffGnouyvongsangvaneMinistry of EducationDepartment of General EducationPrimary Education DivisionVientianeTel: (856-21) 212-037

Mr. Am PatharnmavongAssistant Project Officer (Education)UNICEF - VientianeP.O. Box 1080Tel: (856-21) 315-203, 315-204Fax: (856-2 1) 314-852

57



Mongolia Dr. M. BatjargaSenior Officer of Non-formal EducationMinistry of Science and EducationBarrilgachdiin TalbaiUlaanbaatar -210-644Tel: (976-1) 320-409Fax: (976-1) 323-158

Ms. Namstrai MiraMethodologistInstitute for Curriculum Development

and MethodologyUlaanbaatar - 48Tel: (976-1) 325-925

Ms. Tsedevsuren TsovooMethodologistInstitute for Curriculum Development

and MethodologyUlaanbaatar -48Tel: (976-1) 325-925

Myanmar

Papua New Guinea

Mr. Win AungConsultant on ACIDUNICEFYangonTel: (95-1) 31287, 31895

Mr. Kini PueleAssistant SecretaryDepartment of Central ProvinceDivision of EducationP.O. Box 740Port MoresbyTel: (675) 214-822, 214-809

Mr. Aewai SapulaiCo-ordinator Inspector TrainingPost Moresby In-service CollegeP.O. Box 1791BorokoTel: (675) 253-511Fax: (675) 254-282

58


Annex I

Philippines Ms. Angelita M. EsdiculSenior Education Programme SpecialistBureau of Elementary EducationDepartment of Education, Culture and SportsNobifacio BuildingULTRA ComplexPasigTel: (63-2) 633-7270Fax: (63-2) 633-7270

Dr. Flordeliza Ryes-MagdayChiefElementary Education DivisionDepartment of Education, Culture and SportsRegion II, 200 San FernandoPampangaTel: (63-2) 961-2821Fax: (63-2) 961-3199

Ms. Perseveranda S. SoAssistant Project Officer6th Floor Veda sa Makati Building106 Amorsolo StMakati, Metro ManilaTel: (63-2) 892-06-11Fax: (63-2) 810-14-53

Viet Nam Mr. Le Ngyyen QuantProject AssistantResearch Centre for Ethnic Minority Education49 Dai Co VietHanoiTel: (84-4) 694-044Fax: (84-4) 693-243

Dr. Do Trung HieuProject AssistantMinistry of Education and TrainingPrimary Education Department49 Dai Co VietHanoiTel: (84-4) 697-285

59



Viet Nam (cont’d) Ms. Duong Van ThanhProgramme AssistantMinistry of Education and Training49 Dai Co VietHanoiTel: (84-4) 692-396Fax: (84-4) 693-243

Dr. Elaine FurnissSenior Programme OfficerEducation/Women in DevelopmentUNICEF Hanoi72 Ly Thuong Kiet StHanoiTel: (84-4) 261-170Fax: (84-4) 262-641

Resource Persons Dr. Macelina M. MiguelDirector, Bureau of Elementary EducationDepartment of Education Culture& SportsMeralco Avenue, PasigMetro Manila, PhilippinesTel: (63-2) 633-7270Fax: (63-2) 633-7270

Dr. Efrain E. Abracia ConsultantSEAMEO/INNOTECHCommonwealth AvenueU.P. Diliman, Quezon City, PhilippinesTel: (63-2) 924-7681Fax: (63-2) 931-0224

Dr. Rupert MacleanChief, ACEID/UNESCODarakarn Building920 Sukhumvit RoadBangkok 10110, ThailandTel: (66-2) 391-0577Fax: (66-2) 391-0866

60


Resource Persons (cont’d) Dr. Mike LallyConsultant to ACEIDGraduate School of EducationThe University of Western AustraliaNedlands, PerthAustralia 6009Tel: (61-9) 380-2269Fax: (61-9) 380-1052

Dr. Sheldon ShaefferRegional Education AdviserEast Asia and Pacific Regional OfficeUNICEFBox 2-154Bangkok 10200ThailandTel: (66-2) 280-5931Fax: (66-2) 280-3563

Observer Mrs. Pranmila Kothari25/1 Sukhumvit Soi 70Siva Court Apartment 43Bangkok 10110ThailandTel: (66-2) 255-4688

61


Annex II

AGENDA

UNICEF/UNESCO/SEAMEO Workshop onManaging Schools for Better Quality:Multigrade Teaching and School ClustersBangkok 28 November - 2 December 1994

Monday, 28 November 1994(5th floor, Darakarn Building, 920 Sukhumvit Road)

9.00-9.30 : Registration

9.30-10.30 : Welcome:Mr. Sheldon Shaeffer, Regional Education AdviserEast Asia and Pacific Office, UNICEF

Opening remarks:Mr. K.B. Kothari, Deputy Regional DirectorEast Asia and Pacific Regional Office (EAPRO), UNICEF

Mr. Hedayat Ahmed, DirectorPrincipal Regional Office for Asia and the Pacific

(UNESCO/PROAP)

Dr. Ashari bin Che Mat, Director, SEAMESIntroduction of participants

10.30-11.00 : Coffee

11.00-12.00 : Better education through improved managementoverview and discussion

chairDr. Marcelina Miguel, DirectorBureau of Elementary EducationDepartment of Education, Culture and SportsPhilippines

Mr. Sheldon Shaeffer, Regional Education AdviserEAPRO, UNICEF

Mr. Rupert Maclean, Chief, ACEID, UNESCO

12.00-13.00 : Lunch

62


Annex II

13.00-14.00 :

14.00-14.30 :

14.30-15.30 :

Total Quality Management: overview and discussion

Chair:Dr. Efrain AbraciaConsultant, INNOTECH, Philippines

Dr. Michael LallyConsultant ACEID, UNESCO

Coffee

Introduction and discussion of workshop streams

Stream 1: Multigrade teaching(M. Lally, M. Miguel, R. Maclean)

Stream 2: School clusters(S. Shaeffer, E. Abracia)

Tuesday, 29 November - Thursday, 1 December 1994(at Jade Pavilion Hotel)

See separate schedules for each stream

Friday, 2 December 1994

8.30-13.00 : Free time: Bangkok city tour, etc.

13.00-14.00 : Lunch (Darakarn Building)

14.00-15.30 : Synthesis of workshop outcomesDiscussion of follow-upclosing

63



Stream 1: School Clusters

Tuesday, 29 November 1994(Jade Pavilion Hotel, Ballroom, 5th floor)

8.30-10.00 : Reports of current practice: Thailand

10.00-10.30 : Coffee

10.30-12.00 : The roles of school clusters: what can they do?

12.00-13.30 : Lunch

13.30-15.00 : The roles of school clusters: action plans

15.00-15.30 : Coffee

15.30-17.00 : Reports of current practice: Cambodia

Wednesday, 30 November 1994

8.30-10.00 : Further discussion of current practice: all countries

10.00-10.30 : Coffee

10.30-12.00 : Cluster membership, structure, management, staffing,financing: who does what and how?

12.00-13.30 : Lunch

13.30-15.00 : Cluster membership, etc.: action plans

15.00-15.30 : coffee

15.30-17.00 : Quality improvement: how can clusters improve curriculumand materials development,teacher training and support, theuse of facilities, and local innovations?

Thursday, 1 December 1994

8.30-10.00 : Quality improvement: action plans

10.00-10.30 : Coffee

10.30-12.00 : Implementation and institutionalization: what needs to be doneto expand and improve school cluster programmes?

12.00-13.30 : Lunch

13.30-15.00 : Implementation and institutionalization: action plans

15.00-15.30 : Coffee

15.30-17.00 : Finalization of action plans

64


AnnexII

Stream 2: Multigrade Teaching

Tuesday, 29 November 1994(Jade Pavilion Hotel, Ballroom, 5th floor)

8.30-10.00

10.00-10.30

10.30-12.00

12.00-13.30

13.30-15.00

15.00-15.30

15.30-17.00

Overview of Multigrade Teaching in the Region

Video presentation on model teaching in a multigrade classfollowed by a 30 minute presentation based on the responses tothe questionnaire. This will be followed by discussion and inputfrom participants.

Coffee

Roles and Functions of the Multigrade Teacher

Roles and fictions include those of a Teacher, a Manager and aFacilitator. After a brief introduction the group will divide intothree subgroups to discuss these roles. The task of each of thesesub-groups is to describe the nature of one of these roles and toidentify techniques for improvements.

Lunch

Report of current practice: Participants from Viet Nam

This presentation will focus on multigrade teaching for ethnicminority populations. Time for questions and discussion willalso be provided.

Coffee

Key Issues in Multigrade Teaching in Countries of the Region.

Participants will be asked to describe the key factors which haveinfluenced the development of multigrade teaching. Such factorsmay have facilitated or hindered multigrade teaching. The focusof this discussion will be on the quality of education provided inmultigrade schools.

Wednesday, 30 November 1994

8.30-10.00 : Management of Classrooms in Multigrade Schools in thePhilippines:

10.00-10.30 : Coffee

65



10.30-12.00 :

12.00-13.30 :

13.30-15.00 :

15.00-15.30 :

15.30-17.00 :

Roles and Functions of the Multigrade Teacher (cont’d)

The roles and functions include those of a Planner, an Evaluatorand a Materials Designer. After a brief introduction the groupwill divide into three subgroups to discuss one of these roles. Thetask of each of these sub-these groups is to describe the nature ofthis role and to identify techniques for improvements.

Lunch

Video Presentation on Management Strategies for MultigradeTeaching

Coffee

Roles and Functions of the Multigrade Teacher (cont’d)

The roles and functions include those of a Community ResourcePerson, a Social Worker/Counselor, and a Financial Manager.After a brief introduction, the group will divide into threesubgroups to discuss one of these roles. The task of each of thesesub-these groups is to describe the nature of this role and toidentify techniques for improvements.

Thursday, 1 December 1994

8.30-10.00 : Planning for the future How to implement improvements

The group will divide into two subgroups to develop two positionpapers. One paper will be directed to senior policy makers andwill provide a strategy for improving the quality of multigradeschools. The second paper will be an outline of an in-countryworkshop to train trainers in management techniques for multi-grade teachers. Both groups will also identify what additionalresources/materials need to accompany the position paper.

10.00-10.30 : Coffee

10.30-12.00 : Planning for the future: How to implement improvements(cont’d)

12.00-13.30 : Lunch

13.30-15.00 : Planning for the future: How to implement improvements(cont’d)

15.00-15.30 : Coffee

15.30-17.00 : Finalization of position papers

66


Joint UNICEF/UNESCO/SEAMES Workshop on …unesdoc.unesco.org/images/0010/001038/103819E.pdfMANAGING...

Documents

Transcript of Joint UNICEF/UNESCO/SEAMES Workshop on …unesdoc.unesco.org/images/0010/001038/103819E.pdfMANAGING...